Using Tests to Measure Change.

This paper has discussed ways in which present methods of test construction may produce tests that are insensitive to the differential changes that educational and guidance practices are supposed to produce, thus foredooming evaluations of these practices to negative findings. It was shown that the goals of predictive efficiency and homogeneity in present-day tests both entail a focusing on gross and relatively unchangeable characteristics of people. An approach to test construction was then described that causes a test to converge on a factor of change rather than a factor of status. Some early but encouraging results of an application of this approach to measurement of personality and attitude change were reported. [ABSTRACT FROM AUTHOR]